The document discusses various motivational theories and concepts in organizational behavior. It covers early theories like Maslow's hierarchy of needs and Herzberg's two-factor theory. Contemporary theories discussed include self-determination theory, goal setting theory, reinforcement theory, and equity theory. The document also explores concepts like job characteristics, employee involvement, and rewarding employees. It aims to acquaint readers with key motivational concepts and their application in organizations.

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5. To acquaint you with the
motivational concepts in
Organizational Behavior and their
application concepts.
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6. PART 1 - Major Raja Manzar
 What is motivation?
 Why motivation needed ?
 Characteristics of motivation.
 Early theories of Motivation
• Maslow’s Hierarchy of Needs.
• Theory X, Y and Two factor theory.
• McClelland’s theory of need.
PART 2 - Muhammad Farooq Munir
 Contemporary Theories of Motivation
• Self determination theory.
• Goal setting theory.
• Self Efficacy theory.
• Reinforcement theory. 6

7. PART 3 - Kamran Arshad
 Equity / Organizational Justice theory.
 Expectancy theory.
PART 4 - Muhammad Haider Hassan
 Concepts and its Application.
• Factors for job dimensions.
• Employee involvement.
• Rewarding Employees.
PART 5
 Question Answer session.
 Conclusion.
contd…
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9. • The process of arousing and sustaining goal directed behavior.
• The processes that account for an individual’s intensity, direction,
and persistence of effort toward attaining a goal
• “Motivation is the act of stimulating someone to get a desired
course of action.”
• Motivation is one of the key factors driving us towards achieving
something. Without motivation, we will do nothing. Therefore,
motivation is one of the key aspects when it comes to corporate
management. In order to achieve the best business results, the
organization needs to keep employees motivated.
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10.  To most psychologists, need is a psychological feature
that arouses an organism to action toward a goal,
giving purpose and direction to behavior.
 The process by which a person’s efforts are energized
directed & sustained towards attaining a goal.
 Three key elements:-
• Energy.
• Direction.
• Persistence.
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11.  Motivation is the processes that account for an
individual’s direction, intensity and persistence of
effort toward achieving a goal.
• Direction. should benefit the organization (i.e. quality
of effort counts!)
• Intensity. how hard an employee tries to achieve a
goal.
• Persistence. how long can an employee maintain
his/her effort to achieve a goal.
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12.  The energy element is a measure of intensity or
drive. A motivated person puts forth effort and
works hard however the quality of effort must also
be considered.
 High levels of effort do not necessarily need to
favorable job performance unless the effort is
channeled in a direction that benefits the
organization.
 Effort that is directed toward and consistent with
organization goals is the kind of effort we want from
employees. 12

13.  Now days everyone wants to start their own
business. You cannot expect them to commit all
their energy to the company. You have to find
common ground and respect their wishes.
 In order to motivate the employees, organizations
do various activities. The activities the companies
do basically the results and findings of certain
motivational theories.
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14.  Personal and Internal Feeling.
 Art of Stimulating Someone Or Oneself.
 Motivation can be either Positive or Negative.
 Motivation can be either Positive or Negative.
 Motivation is System Oriented.
 Motivation is a Sort of Bargaining.
 Motivation is different from Satisfaction.
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15. Content
Theory
Maslow's hierarchy of needs
Herzberg's motivator-
hygiene theory
Alderfer's ERG theory
McClelland's three-needs
theory
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16. Process
Theory
Adams' equity theory
Vroom's expectancy
theory
Goal-setting theory
Reinforcement
theory
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Contd….

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 Abraham Maslow gave this theory.
 He hypothesized 5 needs of human.
• Physiological.
• Safety.
• Social.
• Esteem.
• Self-actualization.
 Maslow divided these into lower and higher needs.

19. Maslow’s Hierarchy
of Needs
Lower-
Order
Needs
Needs that
are
satisfied
externally:
Physiologic
al & safety
needs.
Higher-
Order
Needs
Needs that
are satisfied
internally:
Social,
Esteem, &
Self-
actualization
needs.
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20. Contd…
 Physiological. includes hunger, thirst, shelter and
other bodily needs.
 Safety. includes security and protection from
physical and emotional harm.
 Social. includes affection, belongingness
acceptance, and friendship.
 Esteem. includes internal esteem factors such as
self-respect, autonomy, and achievement; and
external esteem factors such as status,
recognition, and attention.
 Self-actualization. the drive to become what one
is capable of becoming; includes growth, achieving
one’s potential, and self-fulfillment.
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21. Alderfer's “ERG” Theory……
Existence.
Relatedness.
Growth.
Existence similar to Maslow’s physiological and
safety needs.
Relatedness related to social and status needs.
Growth similar to esteem and self-actualization
needs.
Unlike Maslow’s theory, individuals can be at all
categories simultaneously.

22. This theory does not assume a rigid hierarchy
like Maslow's. For example, all 3 of these
could be operating at the same time.
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23. It was given by Douglas McGregor.

24. Theory X
Managers See Workers As…
Disliking Work
Avoiding Responsibility
Having Little Ambition
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25. Theory Y
Managers See Workers As…
Enjoying Work
Accepting Responsibility
Self-Directed
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26.  Fredric Herzberg gave this theory.
 Intrinsic factors are related to job satisfaction, while
extrinsic factors are related to job dissatisfaction.
 Hygiene factors = when these are adequate,
workers “feel OK” (i.e. they are NOT dissatisfied).
Examples include quality of supervision, company
policies and administration.
 Motivators = examines factors contributing to job
satisfaction. Thus, there are factors which lead to
job satisfaction and things that don’t (i.e. notice
there is a difference between “non-satisfying” and
“dissatisfying factors”)
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27.  It states achievement, power and affiliation are 3
important needs. David McClelland with his
colleagues worked out these needs.
 The Need for Achievement: the drive to excel, achieve
in relation to a set of standards, strive to succeed.
 The Need for Power: The need to make others behave
in a way that they would not have behaved otherwise.
 The Need for Affiliation: The desire for friendly and
close interpersonal relationships.
 Q: So, what can we “do” with such information about
our employees???
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28.  Not much evidence for power and affiliation
need.
 High achievers perform well when probability of
success .5.
 Not attribution to pure chance or least challenge
 High achievers are successful entrepreneurs;
no links to being effective managers.
 Effective managers may be linked to high power
need and low affiliation need.
Contd….

29. PART 2 - Mr Muhammad Farooq
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30.  A theory of motivation that is concered with
the benificial effects of intrinsic motivation
and harmful effects of extrinsic motivation.
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 A Version of self determination theory which
holds that allocating extrinsic rewards for
behavior that had beed previously
intrinsically rewarding tends to decrese the
overall level of motivation

31.  The investment of an employee s
physical, cognitive and emotional
energies into job performance.
 Job engagement is
a workplace approach designed to
ensure that employees are
committed to their organization's
goals and values, motivated to
contribute to organizational
success, and are able at the same
time to enhance their own sense of
well-being.
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32.  The theory that specific and difficult goals lead
to higher performance.
 Goals tell an employee what needs to be done
and how much effort will need to be expended.
 Specific hard goals produce a higher level of
output than does the generalized goal of "do
your best."
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33.  MBO. The most systematic way to utilize
goal setting is with MBO,
A program that encompasses specific goals,
participatively set for an explicit time period,
with feedback on goal progress.
 Key Elements.
• Goal specificity
• Participative decision making
• An explicit time period
• Performance feedback
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34.  An indiviual,s belief that he or she capable of
performing a task.
 Enhances probability that goals will be achieved
 Not to be confused with: Self Esteem, which
is….
Individuals’ degree of liking or disliking
themselves.
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 Enative mastery. The most important source of
increasing self efficcacy that is gaining relevent
experiance with the task or job.
 Vacarious modeling. Becoming more confident
becasue you see someone else doing the task.
 Verbal persuasion. Becoming more confident
because someone convinces you that you have the skills
necessary to be successful.
 Arousal. Leads to energized state so the person gets
psyched up and perform better.

36.  A theory that says that behavior is a function of its
consequences.
• A counterpoint to the goal-setting theory.
• In reinforcement theory, a “behavioristic” approach, which
argues that reinforcement conditions behavior.
• Reinforcement theorists see behavior as being
behaviorally caused.
• Reinforcement theory ignores the inner state of the
individual and concentrates solely on what happens to a
person when he or she takes some action.
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37. PART 3 - Mr Kamran Arshad
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39. • A theory that individuals compare their job inputs
and outcomes with those of others and then
respond to eliminate any inequities.
• Focuses on people’s perceptions of the fairness (or
lack of fairness) of their work outcomes in
proportion to their work inputs.
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40. • Self Inside. An employee's experiences in a
different position inside his current situation.
• Self outside. An employee's experiences on a
position outside his current organization.
• Other inside. An other individual inside the
employee’s organization.
• Other outside. An other individual outside the
employee’s organization.
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41. • Inequity exists when worker’s outcome/input ratio
is not equal to referent.
– Underpayment inequity: ratio is less than the referent.
• Workers feel they are not getting the outcomes they
should for their inputs.
– Overpayment inequity: ratio is higher than the referent.
• Workers feel they are getting more outcomes than
they should for their inputs.
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42. Condition Person Referent Worker contributes
Equity Outcomes
Inputs
=
Outcomes
Inputs
more inputs but also
gets more outputs
than referent
Overpayment
Equity
Outcomes
Inputs
>
Outcomes
Inputs
Worker contributes
same inputs but also
gets more outputs
than referent
Underpayment
Equity
Outcomes
Inputs
<
Outcomes
Inputs
Worker contributes
more inputs but also
gets the same outputs
as referent
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43. Perceived
Equity
Satisfaction
Motivation
to Maintain
Outcomes
to-Input
Ratio
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44. Tension
Guilt
Dissatisfaction
Anger
Motivation
to change
Tension
Motivation
to change
Perceived
Inequity
Under inequity
Over inequity 44

45.  Change their inputs.
 Change their outcomes.
 Distort their perception.
 Distort perception of others.
 Change the reference person.
 Leave the field.
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46. Distributive Justice
Def. Perceived fairness of outcome.
e.g. Mr. X pay was raised because he
deserved due to his hard work.
Procedural Justice
Def. Perceived fairness of process
used to determine outcome.
e.g. Ahmed pay was increased
because he was found as best sales
man of the store.
Interactional Justice
Def. Perceived degree to which one is
treated with dignity and respect.
e.g. Tayyab’s pay was increased and
the manager informed him about this
with lot of respect.
Organizational
Justice
Def. Over all
perception of
what is fair in
the work
place.
e.g. I think
that Pepsi
Multan is a
fair place to
work. Do job.
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48. Motivation will be high when
workers believe:
 High levels of effort will lead to
high performance.
 High performance will lead to
the attainment of desired
outcomes.
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49.  Expectancy - the belief that effort (input) will
result in a certain level of performance.
 Instrumentality - the belief that performance
results in the attainment of outcomes.
 Valence - how desirable each of the available
outcomes from the job is to a person.
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50. Expectancy is High
People perceive that if
they try hard, they can
perform at a high level.
Instrumentality is High
People perceive that high
performance leads to the
receipt of certain outcomes.
Valence is High
People desire the outcomes
that result from high
performance.
High
Motivation
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51. PART 4 - Mr Haider Hassan
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52.  The Job Characteristics Model( J. Richard
Hackman & Greg Oldham) - jobs are described
in terms of five core dimensions:
• Skill variety
• Task identity
• Task significance
• Autonomy
• Feedback
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53.  Skill variety. Degree to which a job requires a variety
of different activities so the worker can use a number of
skills and talent.
 Task identity. Degree to which a job requires
completion of whole work and identifiable piece of work.
 Task significance. Degree to which a job affects the
lives or work of other people.
 Autonomy. Degree to which a job provides worker
freedom , independence and discretion in scheduling
work and determining the procedures in carrying it out.
 Feedback. Degree to which carrying out work activities
generates direct and clear information about your own
performance.
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Contd….

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55. Job redesign refers to
 Designing a better fit between workers and their
jobs.
 Any set of activities that involves the alteration of
specific jobs or interdependent systems of jobs
with the intent of improving the quality of employee
job experience and their on the job productivity.
 Any work changes that increase work quality or
productivity. Alters basic relationship between
worker and job.
 Changing the tasks or the way work is performed
in an existing job.
 To changes in the design of individual jobs.
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56. Job Redesign Techniques
 Job Rotation. The periodic shifting of an employee
from one task to another
 Job enlargement – Horizontal. Increasing the
number and variety of tasks that an individual performed
 Job Enrichment – Vertical. Increasing the degree
to which the worker controls the planning, execution and
evaluation of the work
 Adding one or more motivating factors to job activities
(such as increasing responsibility or recognition)
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57. Combine tasks
Form natural
work units
Establish client
relationship
Expand jobs
vertically
Open feed back
channels
Skill variety
Task identity
Task
significance
Autonomy
Feed Back 57
Suggested Action Core Job Dimensions

58.  Flextime.
• Some discretion over when worker starts and leaves
• Allow people to choose their work hours by adjusting
• a standard work schedule
 Job Sharing.
• Allows two or more individuals to split a traditional
• 40-hour-a-week job
 Telecommuting.
• Work remotely at least two days per week Employees
who do their work at home at least two
• days a week on a computer that is linked to their office
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59. Flextime Benefits include.
 reduced absenteeism.
 increased productivity.
 reduced overtime expenses.
 lessening in hostility toward management.
 reduced traffic congestion around work sites,
elimination of tardiness.
 increased autonomy and responsibility for
employees that may increase employee job
satisfaction.
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60.  A participative process that
uses the input of employees
to increase their
commitment to the
organization’s success.
 Involving workers in
decisions that will affect
them and increasing their
autonomy and control over
their work lives.
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61. Contd….
 Two types.
1. Participative Management.
2. Representative Participation.
 Participative Management. Subordinates are
given chance / share the decision making
process.
 Representative participation. Group
representative participates decision making
process on behalf of group.
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62. Major strategic
rewards decisions:
 What to pay
employees
 How to pay individual
employees
 What benefits to offer
 How to construct
employee recognition
programs
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